Presenter: Chen, Yu-Chu Adviser: Chen, Ming Puu Date: 2009/3/16

1. Learning performance with interactive simulations in medical education:Lessons learned from results of learning complex physiological models with theHAEMOdynamicsSIMulator Presenter: Chen, Yu-Chu Adviser: Chen, Ming Puu Date: 2009/3/16 Holzinger, A., Kickmeier-Rust, M. D., Wassertheurer. S., & Hessinger, M. (2009). Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamicsSIMulator. Computers & Education, 52(2), 292-301.

2. Introduction and Motivation Advantages of interactive simulations can be seen in the highly constructivist nature of such exploratory learning process. Since including visual and auditory elements, the behavior of end-users and user-centered development are becoming considered. High demanding from Limited cognitive processing capabilities and revealing learners need further support and guidance.

3. Theoretical backgroundStatic and dynamic media in education The mode of presenting learning content significantly affects learning processes and, therefore, learning performance. The most prominent theoretical frameworks: the theory of multimedia learning; the cognitive load theory. It is necessary for learners to be enabled to control the pace and order of animations; to provide them with guidance during the most important steps and to facilitate active processing, for example by answering questions during learning

4. Interactive simulations might bridge prior knowledge of learners and the learning of new concepts through an active reformulation of misconceptions. Successful exploratory learning requires specific prior knowledge to use simulations in a systematic and goal oriented way. Theoretical backgroundDynamic, interactive simulations in education

5. Theoretical backgroundLearning styles - learning strategies learning styles: Kolb (1984):distinguished convergent learners, divergent learners, assimilators, andaccommodators. learner types: Stangl (2002):the HALB approach:acting, hearing, reading, seeing.

6. Technical background: the haemodynamics simulator (HAEMOSIM) Domain Knowledge: Physiology Students can acquire knowledge in a safe environment (Kneebone, 2005) ; apply the new knowledge in practice (Weller, 2004).

7. Methods and materials Three types of learning conditions: T-group H-groupV-group Assess knowledge and learning performance: a pre test / post test scenario. Learning styles: HALB test (Stangl, 2002): reading (RD), visual (VIS), active (ACT), and auditory (AUD) learner. Learning and Study Strategies: attitude and interest (ATT), motivation (MOT), usage of time management principles (TMT), anxiety (ANX), concentration (CON), information processing (INP), selecting of main ideas (SMI), usage of learning support techniques (STA), self testing (SFT), and test strategies (TST).

8. Results

9. Discussion Posttests: no differences between T and H Cost / Time-consuming Supporting that successful simulations must have guidance that helps focusing on important concepts and parameters and relevant knowledge. Cognitive load: interactive and dynamic media are cognitively more demanding than the static media. Suggesting there are almost no relationships between learning strategies and styles and learning performance. Future suggestion: taking long term memory effects into account.

10. Conclusion • Results of this study confirm claims of previous research on exploratory learning using interactive simulations. • It is essential to provide additional help and guidance on the proper use of a simulation before beginning to learn with the simulation. • Gender aspects, both cognitive and affective must be taken into consideration when designing educational simulations. • It shows a further successful example of combining Psychology, Pedagogy and Computer Science.